Phonological Recoding and Orthographic Learning: A Direct Test of the Self-Teaching Hypothesis

Share, David L.

doi:10.1006/jecp.1998.2481

Cited by 590 publications

(743 citation statements)

References 41 publications

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“…Our conclusions are consistent with Share's phonological recoding and self-teaching hypothesis (Cunningham et al, 2002;Share, 1995Share, , 1999. This hypothesis posits that the primary and most successful way in which children acquire new word representations is via a reciprocal relation between a word's orthography and its phonology.…”

Section: Discussionsupporting

confidence: 89%

“…Research by Ehri and colleagues (Ehri, 1991;Ehri & Wilce, 1985), by Share and colleagues (Cunningham, Perry, Stanovich, & Share, 2002;Share, 1995Share, , 1999, and by Reitsma (1983) illustrated some partial answers to these questions. Ehri and Wilce (1985) demonstrated that during the earliest stages of learning to read, children with little or no ability to read words use the names of letters as phonological cues to recall words.…”

Section: Introductionmentioning

confidence: 99%

“…Children are more likely to read words correctly in context; thus, they get greater motor and auditory feedback from saying the correct items. According to Share (1999), both seeing and saying the word contribute to how well the item will be learned. Therefore, a conditional analysis comparing word retention-not simple word reading-is required.…”

Section: Introductionmentioning

confidence: 99%

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The role of discourse context in developing word form representations: A paradoxical relation between reading and learning

Landi

Perfetti

Bolger

et al. 2006

Journal of Experimental Child Psychology

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To acquire representations of printed words, children must attend to the written form of a word and link this form with the word's pronunciation. When words are read in context, they may be read with less attention to these features, and this can lead to poorer word form retention. Two experiments with young children (ages 5-8 years) conWrmed this hypothesis. In our experiments, children attempted to read words they could not previously read, during a self-teaching period, either in context or in isolation. Later they were tested on how well they learned the words as a function of selfteaching condition (isolation or context). Consistent with previous research, children read more words accurately in context than in isolation during self-teaching; however, children had better retention for words learned in isolation. Furthermore, this beneWt from learning in isolation was larger for less skilled readers. This eVect of poorer word retention when words are learned in context is paradoxical because context has been shown to facilitate word identiWcation. We discuss factors that may inXuence this eVect of context, especially the role of children's skill level and the demands of learning new word representations at the beginning of reading instruction.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The role of discourse context in developing word form representations: A paradoxical relation between reading and learning

Landi

Perfetti

Bolger

et al. 2006

Journal of Experimental Child Psychology

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“…decoding) is a critical precursor to the development of the adult-like response properties of the VWFA. Behavioral evidence supports a similar link between decoding and enhancements of word recognition [37]. Furthermore, training effects in reading-impaired children have recently been linked to changes in fMRI activation, including posterior occipitotemporal regions in the vicinity of the VWFA [38], as children attempt to link letters to sounds.…”

Section: Development Of the Vwfamentioning

confidence: 83%

The visual word form area: expertise for reading in the fusiform gyrus

McCandliss

Cohen

Dehaene

2003

Trends in Cognitive Sciences

1,287

934

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Brain imaging studies reliably localize a region of visual cortex that is especially responsive to visual words. This brain specialization is essential to rapid reading ability because it enhances perception of words by becoming specifically tuned to recurring properties of a writing system. The origin of this specialization poses a challenge for evolutionary accounts involving innate mechanisms for functional brain organization. We propose an alternative account, based on studies of other forms of visual expertise (i.e. bird and car experts) that lead to functional reorganization. We argue that the interplay between the unique demands of word reading and the structural constraints of the visual system lead to the emergence of the Visual Word Form Area.Years after children first learn to decode letters into words, a form of perceptual expertise emerges in which groups of letters are rapidly and effortlessly conjoined into integrated visual percepts -a process that is crucial to fluent reading ability. This article reviews the current evidence in support of a link between visual word form perception and a functional specialization in a brain region that we propose to call the 'Visual Word Form Area' (VWFA) -a portion of the left fusiform gyrus that is particularly responsive to visual words. Systematic exploration of the response properties of this region reveals sensitivity to specific and abstract qualities of visual word forms that are not easily attributable to more basic stimulus properties, and are also separable from higher-order linguistic properties.Considering the origin of VWFA poses a paradox for evolutionary accounts of functional specialization of extrastriate visual areas, given that the cultural invention of writing upon which this specialization is predicated did not exist until , 5400 years ago, which is insufficient time for selective pressures to engineer a specialized 'module' for visual word recognition. Instead, we suggest a developmental process through which reading experience drives progressive specialization of a pre-existing inferotemporal pathway for visual object recognition. Under this view, the rise of perceptual expertise in word recognition provides a remarkable example of how specialization processes within the visual system can accommodate a novel cultural invention. Perceptual expertise underlying visual word recognitionLiterate adults possess a special form of visual expertise that allows their visual system to process words efficiently. Within less than 250 ms of viewing a written word, the visual system extracts the information needed to identify its linguistic significance, despite wide variations in print, script, font, size and retinal position. Several lines of cognitive evidence indicate that the perceptual mechanisms that support word recognition rest on a critical process that groups the letters of a word together into an integrated perceptual unit (i.e. a 'visual word form'). This process is highly sensitive to the abstract structural properties of the writing syste...

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“…According to the developmental multiple-route model of silent reading, in alphabetic systems (like French and English) phonological recoding is the essential first step in reading acquisition, enabling word reading by sequential application of grapheme-to-phoneme conversion rules (Ehri, 1992, Ehri, Nunes, Stahl, & Willows, 2001Perfetti, 1992). Similar to the predictions of the Self-teaching hypothesis (Share, 1995(Share, , 1999, each successful phonological recoding of a word provides an opportunity for setting-up orthographic representations in the lexicon (see also Bowey & Muller, 2005). According to Grainger et al (2012), during reading acquisition, slow and effortful phonological recoding is gradually replaced by a mechanism of word recognition in which a fast and automatic activation of orthographic lexical representations occurs (Booth et al, 1999;Perfetti, 1992).…”

Section: Introductionmentioning

confidence: 87%

Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5

Sauval

Perre

Duncan

et al. 2017

Journal of Experimental Child Psychology

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Phonological Recoding and Orthographic Learning: A Direct Test of the Self-Teaching Hypothesis

Cited by 590 publications

References 41 publications

The role of discourse context in developing word form representations: A paradoxical relation between reading and learning

The role of discourse context in developing word form representations: A paradoxical relation between reading and learning

The visual word form area: expertise for reading in the fusiform gyrus

Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5

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